Bridging the Digital Divide: Evaluating Adaptive Technologies and Policy Frameworks in Zambian Higher Education for the Visually Impaired under The Persons with Disabilities Act 2012

Abstract

This thesis was on the persistent digital divide affecting visually impaired students in Zambia’s higher education institutions despite legal frameworks aimed at promoting inclusive education. It was mainly focused on the Persons with Disabilities Act 6 of 2012 which domesticated the United Nations Convention on the Rights of Persons with Disabilities which Zambia has ratified. This research highlighted gaps within the Persons with Disabilities Act when it comes to visually impaired students having access to adaptive technology in higher education. It further evaluated international, regional and sub regional frameworks promoting adaptive technology accessibility, inclusion and non-discrimination noting persistent challenges like conflicts and underfunding. The study accessed Zambia’s frameworks, finding progressive provisions for inclusive education and adaptive technology in the Persons with Disabilities Act and Higher Education Act, supported by the following institutions; ZAPD and ZAFOD but undermined by infrastructure gaps, weak enforcement and inadequate training. Lessons have been drawn from Kenya, South Africa and Uganda. The dissertation concluded that while Zambia aligns legally with standards, practical gaps persist, recommending prioritized adaptive technology budgeting, law amendments for mandatory support units and penalties, and comprehensive training to ensure equitable digital access for visually impaired students, fostering inclusive higher education.